| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 93.76 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O objetivo deste trabalho é analisar o desenho, implementação e avaliação do programa de formação e consultoria, desenvolvido pelo Projecto Q3 numa organização da economia social, com vista a identificar as conceções teóricas que influenciam as práticas formativas. Servimo-nos deste estudo de caso para refletir sobre o modo como a formação tem impacto nos processos de trabalho da organização que nele participa. Começamos por identificar contributos da literatura cientifica sobre avaliação de programas e sobre a relação entre formação e trabalho, de modo a identificar e discutir os pressupostos que sustentam a intenção de melhorar as competências das pessoas e da sua organização. Tendo por base urna abordagem de cariz qualitativo, o caso foi estudado através da observação participante no terreno, da análise de documentos e da análise entrevistas realizadas aos atores envolvidos no programa. Quisemos pôr em diálogo teorias explícitas e pressupostos implícitos nos discursos e práticas testemunhadas. Os resultados que apresentamos são fruto da integração dos dados empíricos e do enquadramento teórico e possibilitam a reconstituição da teoria do programa a partir da identificação do modo como são perspetivadas: a formação em geral e no quadro do Q3, o contexto organizacional, os seus problemas da instituição, a implementação do programa e a sua avaliação. Nas conclusões, aspetos centrais da teoria do programa, extraídos dos resultados, são então circunscritos, reformulados e apreciados criticamente. A nossa compreensão do caso indicia a operacionalização da contextualização da formação, da participação dos formandos e da avaliação da formação como sendo as principais linhas de força do programa. Estes elementos são parte da equação que enfatiza as articulações entre os processos de formação e de trabalho.
The objective of this study is to analyze the design, implementation and evaluation of training and consultancy program, developed by the Projecto Q3 in a social economy organization, in order to identify the theoretical conceptions that influence training practices. We employ this case study to reflect on how the training has an impact on work processes of the organization that participates in it. We begin by identifying the contributions of the scientific literature on programs evaluation and on training and work relationship, that help us to identify and discuss the assumptions underpinning the intention of improving the people's and organization's skills. Based on a qualitative approach, the case was studied through participant observation in the field, through document and interviews analysis, this ones conducted with stakeholders involved in the program. We wanted to bring into dialogue explicit theories and implicit assumptions exhaled in the discourses and practices witnessed. The results from the confluence of empirical data and theoretical framework allow the reconstitution of the program theory by identifying how training in general and in the context of Q3 are thought, how the organizational context and the problems of the institution are incorporated as an input and how the implementation of the program and its evaluation are considered. In our conclusions the central aspects of program's theory, extracted from the results, are, are then circumscribed, recast and critically appreciated. Our understanding of the case indicates the operationalization of training contextualization, of the learners' participation and training evaluation as the main ground forces of this program; they are part of an equation that emphasizes the articulations between training and work processes.
The objective of this study is to analyze the design, implementation and evaluation of training and consultancy program, developed by the Projecto Q3 in a social economy organization, in order to identify the theoretical conceptions that influence training practices. We employ this case study to reflect on how the training has an impact on work processes of the organization that participates in it. We begin by identifying the contributions of the scientific literature on programs evaluation and on training and work relationship, that help us to identify and discuss the assumptions underpinning the intention of improving the people's and organization's skills. Based on a qualitative approach, the case was studied through participant observation in the field, through document and interviews analysis, this ones conducted with stakeholders involved in the program. We wanted to bring into dialogue explicit theories and implicit assumptions exhaled in the discourses and practices witnessed. The results from the confluence of empirical data and theoretical framework allow the reconstitution of the program theory by identifying how training in general and in the context of Q3 are thought, how the organizational context and the problems of the institution are incorporated as an input and how the implementation of the program and its evaluation are considered. In our conclusions the central aspects of program's theory, extracted from the results, are, are then circumscribed, recast and critically appreciated. Our understanding of the case indicates the operationalization of training contextualization, of the learners' participation and training evaluation as the main ground forces of this program; they are part of an equation that emphasizes the articulations between training and work processes.
Description
Keywords
Avaliação de programa formativo Participação Articulações entre formação e trabalho Training program evaluation Participation Training and work articulations